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Personal Trainer
Level 3 Applying the Principles of Nutrition to a Physical Activity ProgrammeAssessment Workbook
Name of learner:
Email address:
I can confirm this is all my own work.
Signature: Date:
ImPortANt: you muST comPlETE ThE followINg DETaIlS bEforE rETurNINg ThIS workbook To lIfETImE
This assessment workbook forms part of your assessment for your Applying the Principles of Nutrition to a Physical Activity Programme unit. You should complete the questions as instructed.
FF To complete this section of your assessment you must answer ALL questions in this workbook correctly.
FF Should you answer any questions incorrectly you will only have to reattempt these next time around.
FF Once you have completed all of the sections you need to send this document to Learner Services; either scanned and emailed, or by post.
FF Upon completion of the assessment workbook and case study we will inform you of your result. A pass means that you have successfully met the requirements and the unit is complete. A refer means that you are not yet deemed fully competent and you will have to retake the questions you referred at a later date.
FF Should you refer we will provide you with feedback relating to the areas that you need to focus on in order to meet the required standard.
L/600/9054 Applying the principles of nutrition to a physical activity programme v 1.0 Lifetime Awarding Valid December 2012-December 2013 3
Title: L/600/9054 Applying the principles of nutrition to a physical activity programme
Level: 3
Credit Value: 6
GLH 40
Learning Outcomes
The learner will;
Assessment Criteria
The learner can;
1. Understand the principles of nutrition 1.1 Describe the structure and function of the digestive system
1.2 Explain the meaning of key nutritional terms including:
• diet
• healthy eating
• nutrition
• balanced diet
1.3 Describe the function and metabolism of:
• macro nutrients
• micro nutrients
1.4 Explain the main food groups and the nutrients they contribute to the diet
1.5 Identify the calorific value of nutrients
1.6 Explain the common terminology used in nutrition including:
• UK dietary reference values (DRV)
• recommended daily allowance (RDA)
• recommended daily intake (RDI)
• glycaemic index
1.7 Interpret food labelling information
1.8 Explain the significance of healthy food preparation
1.9 Explain the relationship between
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nutrition, physical activity, body composition and health including:
• links to disease / disease risk factors
• cholesterol
• types of fat in the diet
2. Understand key guidelines in relation to nutrition
2.1 Identify the range of professionals and professional bodies involved in the area of nutrition
2.2 Explain key healthy eating advice that underpins a healthy diet
2.3 Describe the nutritional principles and key features of the National food model/guide
2.4 Define portion sizes in the context of the National food model/guide
2.5 Explain how to access reliable sources of nutritional information
2.6 Distinguish between evidence-based knowledge versus the unsubstantiated marketing claims of suppliers
3. Understand nationally recommended practice in relation to providing nutritional advice
3.1 Explain professional role boundaries with regard to offering nutritional advice to clients
3.2 Explain the importance of communicating health risks associated with weight loss fads and popular diets to clients
3.3 Evaluate the potential heath and performance implications of severe energy restriction, weight loss and weight gain
3.4 Identify clients at risk of nutritional deficiencies
3.5 Explain how cultural and religious dietary practices can influence nutritional advice
3.6 Describe safety, effectiveness and contraindications relating to protein and vitamin supplementation
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3.7 Explain why detailed or complex dietary analysis that incorporates major dietary change should always be referred to a Registered Dietician
4. Understand the relationship between nutrition and physical activity
4.1 Define the role of carbohydrate, fat and protein as fuels for aerobic and anaerobic energy production
4.2 Explain the components of energy expenditure and the energy balance equation
4.3 Explain how to calculate an estimate of Basal Metabolic Rate (BMR)
4.4 Explain how to estimate energy requirements based on physical activity levels and other relevant factors
4.5 Identify energy expenditure for different physical activities
4.6 Evaluate the nutritional requirements and hydration needs of clients engaged in physical activity
5. Understand how to collect information relating to nutrition
5.1 Explain why it is important to obtain clients’ informed consent before collecting nutritional information
5.2 Describe the information that needs to be collected to offer nutritional advice to clients
5.3 Explain the legal and ethical implications of collecting nutritional information
5.4 Describe different formats for recording nutritional information
5.5 Explain why confidentiality is important when collecting nutritional information
5.6 Describe issues that may be sensitive when collecting nutritional information
5.7 Explain different methods that can be used to measure body composition and health risk in relation to weight
6. Understand how to use nutritional information
6.1 Describe basic dietary assessment methods
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6.2 Explain how to analyse and interpret collected information so that clients’ needs and nutritional goals can be identified with reference to the National food model/guide recommendations
6.3 Describe how to interpret information gained from methods used to assess body composition and health risk in relation to weight
6.4 Explain how to sensitively divulge collected information and ‘results’ to clients
6.5 Explain how to recognise the signs and symptoms of disordered eating and healthy eating patterns
6.6 Describe the key features of the industry guidance note on ‘Managing users with suspected eating disorders’
6.7 Explain the circumstances in which a client should be recommended to visit their GP about the possibility of referral to a Registered Dietician
7. Understand the principles of nutritional goal setting with clients
7.1 Explain how to apply the principles of goal setting when offering nutritional advice
7.2 Explain how to translate nutritional goals into basic healthy eating advice that reflects current National guidelines
7.3 Explain when people other than the client should be involved in nutritional goal setting
7.4 Define which other people could be involved in nutritional goal setting
7.5 Identify the barriers which may prevent clients achieving their nutritional goals
7.6 Explain how to apply basic motivational strategies to encourage healthy eating and prevent non-compliance or relapse
7.7 Explain the need for reappraisal of clients’ body composition and other relevant health parameters at agreed
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stages of the programme
8. Be able to collect and analyse nutritional information
8.1 Collect information needed to provide clients with appropriate healthy eating advice
8.2 Record information about clients and their nutritional goals in an approved format
8.3 Analyse collected information including nutritional needs and preferences in relation to the clients current status and nutritional goals
9. Be able to apply the principles of nutrition to a physical activity programme
9.1 Access and make use of credible sources of educational information and advice in establishing nutritional goals with clients
9.2 Design and agree nutritional goals that are compatible with the analysis, accepted good practice and national guidelines
9.3 Ensure that the nutritional goals support and integrate with other programme components
9.4 Agree review points with the clients
9.5 Review the clients understanding of how to follow the nutritional advice as part of their physical activity programme
9.6 Monitor, evaluate and review the clients’ progress towards their nutritional goals
Additional information
Unit aim (s) This unit covers the learner’s ability to apply the principles of nutrition to support client goals as part of an exercise and physical activity programme.
Assessment requirements specified by a sector or regulatory body (if appropriate)
Refer to Level 3 Personal Training Assessment Strategy developed by SkillsActive
Details of the relationship of the unit and Instructing Physical Activity and Exercise
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relevant national occupational standards 2009 NOS
D462 Apply the principles of nutrition to support
client goals as part of an exercise and physical activity programme
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Section 1: Understand the principles of nutrition
1. Describe the structure and function of the different components of the digestive system
Component Description of structure Functions Mouth
Oesophagus
Stomach
Small intestine
Large intestine (colon)
Rectum
Liver
Pancreas
Assessor feedback
Further actions
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2. Explain the following terms
Term Definition
Diet
Healthy eating
Nutrition
Balanced diet
Assessor feedback
Further actions
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3. Describe the functions and metabolism of:
Macronutrients Main functions Metabolism Proteins
Fats
Carbohydrates
Micronutrients Main functions Metabolism Vitamin, mineral and antioxidants
Assessor feedback
Further actions
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4. Give the calorific value (per g) of the following:
Dietary component Kcal/g Fats
Proteins
Carbohydrates
Alcohol
Assessor feedback
Further actions
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5. Explain the following terms:
Term Explanation UK dietary reference values (DRV)
Recommended daily amount (RDA)
Recommended daily intake (RDI)
Glycaemic Index
Assessor feedback
Further actions
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6. In what order are ingredients listed on a food label?
Learner Response Assessor Feedback Further Actions
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7. What four pieces of information are always listed on a nutrition label?
Learner Response
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•
•
• Assessor Feedback Further Actions
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8. For the nutrition label shown, calculate the percentages of kcal supplied by protein, carbohydrate and fat
Typical values per 100g Energy 197kcal Protein 11.7g Carbohydrates 20.9g Fat 7.0g Nutrient Percentage kcal Protein
Carbohydrate
Fat
Assessor Feedback Further Actions
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9. What do the following food labelling terms mean?
Term Meaning “Fat free”
“Low fat”
“Lite”/”Light”
Assessor Feedback Further Actions
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10. (a) Give an example of healthy food preparation
Learner Response Assessor Feedback Further Actions
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10. (b) Explain the significance of your chosen method of healthy food preparation
Learner Response Assessor Feedback Further Actions
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11. Explain the link between blood cholesterol levels and disease
Learner Response Assessor Feedback Further Actions
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12. Complete the following table showing the effect of different types of fat on blood cholesterol levels
Type of fat Effect of high-density lipoproteins (HDL)
Effect on low density lipoproteins (LDL)
Saturated
Monounsaturated
Polyunsaturated
Tran fatty acids
Assessor Feedback Further Actions
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13. Explain the link between physical inactivity, body composition (obesity) and disease
Learner Response Assessor Feedback Further Actions
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Section 2: Understand key guidelines in relation to nutrition 14. Identify three professionals and three professional bodies involved in the area of
nutrition
Professionals •
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•
Professional bodies •
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•
Assessor Feedback Further Actions
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15. The Department of Health / NHS recommend the ‘eight tips for healthy eating’. Complete the table explaining how each tip underpins a healthy diet
Eight tips for healthy eating
How this underpins a healthy diet
Base your meals on starchy food
Eat lots of fruit and veg
Eat more fish
Cut down on saturated fat and sugar
Eat less salt
Get active and be a healthy weight
Don’t get thirsty
Don’t skip breakfast
Assessor Feedback Further Actions
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16. The National Food Guide is based around the ‘eatwell plate’ / ‘food pyramid’. Complete the table that follows, identifying food groups, recommended portion numbers for each food group, and the main nutrients each food group contributes to the diet.
Food group Recommended portions/servings
Nutrients they contribute to the diet
Bread, cereal, rice and pasta
Vegetables
Fruits
Meat, poultry, fish, beans, eggs and nuts
Dairy (milk, yoghurt and cheese)
Fats, oils and sweet foods
Assessor Feedback Further Actions
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17. Give a description/example of a portion size for each food group
Food group Example portion/serving Fruit
Vegetables
Bread, cereal, rice, pasta etc.
Dairy (milk, yoghurt, cheese)
Meat, poultry, fish, beans, eggs and nuts
Fats, oils and sweet foods
Assessor Feedback Further Actions
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18. Explain how to access reliable sources of nutritional information
Learner Response Assessor Feedback Further Actions
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19. How would you distinguish between evidence-based knowledge versus the unsubstantiated claims of suppliers?
Learner Response Assessor Feedback Further Actions
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Section 3: Understand nationally recommended practice in relation to providing nutritional advice 20. Professional role boundaries: Explain what nutritional advice is acceptable to
offer as an exercise instructor? Give two examples
Learner Response
•
• Assessor Feedback Further Actions
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21. Under what circumstances would it be necessary to refer a client to a dietician?
Learner Response Assessor Feedback Further Actions
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22. Why is it important to explain to clients about health risks associated with weight loss fads and popular diets?
Learner Response Assessor Feedback Further Actions
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23. Give two examples of the potential health and performance implications of severe energy restriction/weight loss and weight gain
Potential health and performance implications Energy restriction and weight loss
•
•
Weight gain •
•
Assessor Feedback Further Actions
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24. Identify four groups of clients who would be at increased risk of nutritional deficiencies
Learner Response
•
•
•
• Assessor Feedback Further Actions
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25. Explain how cultural and religious dietary practices can influence nutritional advice
Learner Response Assessor Feedback Further Actions
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26. Describe the potential benefits, contraindications and safety of protein supplementation
Potential benefits Contraindications and safety
Assessor Feedback Further Actions
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27. Describe the potential benefits, contraindications and safety of vitamin and mineral supplementation
Potential benefits Contraindications and safety
Assessor Feedback Further Actions
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28. Why should detailed or complex dietary analysis that incorporates major dietary change always be referred to a Registered Dietician?
Learner response Assessor Feedback Further Actions
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Section 4: Understand the relationship between nutrition and physical activity
29. Explain the roles of carbohydrate, fat and protein for aerobic and anaerobic energy production
Type of energy production
Roles of carbohydrate, fat and protein
Aerobic
Anaerobic
Assessor Feedback Further Actions
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30. Explain the energy balance equation
Explanation of energy balance equation For a client to maintain body weight
For a client to increase body weight
For a client to decrease body weight
Assessor Feedback Further Actions
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31. What are the three main components of energy expenditure?
Learner response
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•
• Assessor Feedback Further Actions
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32. Show how to calculate an estimate of the basal metabolic rate (BMR) for a 75kg individual
Learner response Assessor Feedback Further Actions
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33. (a) Calculate the daily energy expenditure for this individual if they are:
Activity level Daily energy expenditure Sedentary
Moderately active
Very active
Assessor Feedback Further Actions
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33. (b) What other factors can affect daily energy expenditure?
Learner response Assessor Feedback Further Actions
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34. Identify the typical energy expenditures for the following physical activities
Activity Kcal/hour/lb. body weight Walking at 3.5 mph
Jogging at 6mph
Bicycling at 10mph
House cleaning
Swimming, slow crawl
Assessor Feedback Further Actions
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35. Describe the nutritional requirements of clients engaged in regular physical activity in terms of:
Total energy
Protein
Carbohydrate
Fat
Hydration
Assessor Feedback Further Actions
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Section 5: Understand how to collect information relating to nutrition 36. Why is it important to obtain a client’s informed consent before collecting
nutritional information?
Learner response Assessor Feedback Further Actions
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37. Give five examples of information that needs to be collected in order to offer nutritional advice to clients
Learner response
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•
•
•
• Assessor Feedback Further Actions
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38. Confidentiality: explain the legal and ethical implications of collecting nutritional information
Learner response Assessor Feedback Further Actions
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39. Give two examples of potentially sensitive information you might collect when asking about a client’s nutrition
Learner response
•
• Assessor Feedback Further Actions
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40. Explain the use of each of the following methods to measure body composition and health risk in relation to weight
Assessment method How it is used to measure health risk Body mass index (BMI)
Waist measurement/waist to hip ratio
Body fat percentage
Assessor Feedback Further Actions
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Section 6: Understand how to use nutritional information 41. Describe the following basic dietary assessment methods
Verbal questioning by instructor
24 hours food recall diary
Weighted food diary
Assessor Feedback Further Actions
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42. Explain how you can use the following methods to analyse and interpret collected nutrition information so that a client’s needs can be identified
Method How this can be used to analyse and interpret information and identify needs
Counting servings/portions of the different food groups eaten
Adding up grams of fats/carbohydrates/proteins eaten
Assessor Feedback Further Actions
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43. Explain two different methods you could use to sensitively divulge collected information and “results” to clients
Learner response
•
• Assessor Feedback Further Actions
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44. Explain how to recognise signs and symptoms of disordered eating
Learner response Assessor Feedback Further Actions
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45. Describe the key features of the industry guidance note on “Managing users with suspected eating disorders”
Learner response Assessor Feedback Further Actions
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46. Give three examples of circumstances where a client should be referred to their GP/dietician
Learner response
•
•
•
Assessor Feedback Further Actions
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Section 7 Understand the principles of nutritional goal setting with clients 47. Explain what is meant by the acronym SMART when applied to goal setting
Learner response Assessor Feedback Further Actions
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48. What basic healthy eating advice, reflecting current national guidelines, could you offer a client to help them achieve the following SMART goals?
Goal Healthy eating advice, reflecting current national guidelines
Reduce blood pressure to a healthy range within six months
Lose 1 stone / 7kg fat in three months
Reduce blood cholesterol level to a healthy range within six months
Assessor Feedback Further Actions
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49. (a) Explain when other people should be involved in nutritional goal setting
Learner response Assessor Feedback Further Actions
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49. (b) Give two examples of other people who may be involved in these circumstances
Learner response
•
• Assessor Feedback Further Actions
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50. Identify three common barriers that may prevent clients achieving their nutritional goals
Learner response
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•
• Assessor Feedback Further Actions
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51. Give three examples of basic motivational strategies to encourage healthy eating and prevent non-compliance or relapse
Learner response
•
•
•
Assessor Feedback Further Actions
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52. Give two reasons why it is important to reappraise a client’s health parameters at agreed stages of a programme (body composition, blood pressure, waist measurement, cholesterol, BMI etc.)
Learner response
•
• Assessor Feedback Further Actions
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Sign off for the knowledge in unit L/600/9054 Applying the principles of nutrition to a physical activity programme
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Learner notes
Question Notes
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Learner notes
Question Notes